The Impact of Part-Time Job on Students of Foreign Language Faculty of

Dongnai University

Vu Thanh Duong
Dongnai University
Email: vuthanhduong25@gmail.com

Abstract
The study explores the impact of part-time employment on social life of students of foreign

language faculty of Dongnai University. It includes the analysis of the time of starting to work

part-time, the viewpoint about the importance of part-time employment, reasons for working

part-time, types of part-time jobs, the troubles when working part-time, reasons for not part-time

employment. The quantitative study utilized an online survey designed through Google Drive and

sent to them via some popular social networking sites such as Facebook, Yalo. Results indicated

that the mojority of students found it necessary to work part-time; they got involved in the part-

time job because they wanted to earn extra money, have more knowledge and use the time

helpfully; most undergraduates worked part-time as a tutor; troubles student-workers frequently

faced when working part-time were finding it very difficult to have an appropriate job, lacking

means of transports and being hard to balance the time between study and work; and the main

reasons why students were not in part-time employment were wanting to focus on the study and

not having the good health. The study builds on Lyn Robinson’s study (1991) and finds that the

condition of family and health, and the perception of the benefits of getting the part-time job have

greatly influenced the students’ decision whether to work part-time or not. These distinctions

produced remarkable implications for change.

Keywords: student-workers, part-time employment, perception

 CHAPTER 1
INTRODUCTION
1. Background and significance of the study

It is clearly seen nowadays that the issue of job is not only paid more attention to by

newspaperdom and the mojority of corporations but is also deep-rooted in the students’ thoughts

while at school. Most students realise that there are many different study methods and many of

them choose practical one. That is working part-time. Thanks to part-time job, not only do students

earn more money, but they also accumulate more experience necessary for their future job.

In contrast, some students do not have a part-time while studying at school in spite the fact

that they are interested in working part-time. Most students realise that they do not have enough

time to do so or they want to spend much time studying so as to get a good degree after graduation.

As well as getting more benefits from working part-time, university students face many

troubles when doing so. Those are being disrespected, lacking means of transport, their academic

achievements getting worse and worse, etc.

With the purpose of searching the above problems deeply, I decided to do a research on the

topic “The impact of part-time job on students of foreign language faculty of Dongnai

University”.

2. The purpose of the study

The study mainly explored students’ viewpoint about having a part-time job. Specifically, the

study will focus on three primary objectives:

 To identify the reasons why students work part-time and they do not do the part-time job

 To find out the troubles students have in doing the part-time job

 To suggest some ways of helping students surmount those troubles

 CHAPTER 2
LITERATURE REVIEW

These are some empirical studies on the effect of part-time employment on students that

reported different results.

The study Gary and Sue Norvill (1987) examined 447 high school juniors at Moore High

School, Moore, Oklahoma. The sample included 196 nonemployed students and 281 employed

students. This study found no significant differences in accumulated GPA in the two groups;

however, nonemployed students scored higher on the ACT test. Beside that, the variable showed

that part-time employment among student-workers had no significant adverse impact on academic

achievement and they had a tendency to view their part-time job in a positive light.

Another study done on students of a well-known public university in Macau found that

motivation for working had effects on students’ academic performance, followed by whether the

jobs provided more opportunities for students to develop skills and whether the jobs were related

to their fields of study. The findings of the study also showed that part-time employment enriched

students’ school life and increased their social support network (Wang, Kong, Shan, & Vong,

2010).

Magdalena Rokicka (2014), having made a survey on students’ part-time employment in the

last year of compulsory education and its effects on educational outcomes at the Institute for Social

and Economic Research, Essex, University found that working part-time during the final year of

compulsory education adversely affected academic performance and participation in education in

the subsequent year.

 Beffy et al. (2010), after looking into the issue, reported that there was a negative impact of

part-time employment on French undergraduate and postgraduate students.They found that doing

the part-time job significantly reduced the likelihood of students’ graduation.

In the different UK study by Dustmann and Van Soest (2009), while examining the impact

of employment of 16-year-olds on several outcomes, they found that part-time job had negative

effects on exam results for girls, but there was no impact for boys.

Some other studies reported that part-time employment was likely to improve or help

develop particular personal characteristics, including responsibility, work organization and time

management (Steinberg et al., 1981; Steinberg and Greenberger, 1982), which could directly

advance a young person’s future position in the labour market. However, most on-the-job training

primarily improved non-cognitive skills, which were not measured by standard school tests and

exams.

In general, from above studies, it is clearly seen that part-time work both positively and

negatively affect students, especially their social life and academic achievement. Whether that

impact is positive or not depends on students’ perception of part-time employment.

 CHAPTER 3
METHODOLOGY

1. Theoretical framework

This paper examines the impact of part-time job on students in the foreign language faculty

of Dongnai University whilst still in compulsory full-time education, based on data from the

Longitudinal Surveys of Australian Youth (LSAY) of Lyn Robinson (1991). The study showed

that the issue of job is ingrained in students’ thought and they found it very practical to work part-

time. In particular, not only do undergraduates in difficult circumtance searched for part-time job,

but rich ones also tried to do so because they wanted to earn extra money, acquire more experience

and learn how to solve the problems quickly and sensitively. It also indicated that as a whole

students did not perceive their part-time employment to have had negative effects on their school

work.

2. Data collection

The data for this study is collected by using an online survey sent to students of foreign

language faculty at Dongnai University. The survey includes 12 questions, and most of which are

multiple choice ones with options for respondents to choose from. A few of the questions either

are open – ended with space to fill in the answers or provide the 5 point scale. The results of the

survey was collected online and entered into an excel file.

3. Data analysis

Descriptive statistics, i.e., frequencies were analyzed in all the questions of the survey.

Central tendency – summarized by the median and by the range across quartiles – of 5-point Likert

scale questions were used for data analysis.

Data is analyzed in the excel software. Stool of inserting chart is used to compare the significant

difference between students’ viewpoints about the importance of part-time job, between the types

of jobs they did. Stool of inserting table is used to compare difference between factors affecting

students’ decision to do part-time job by the level of importance as well as those affecting students’

decision not to do part-time job by the level of influence.

 CHAPTER 4
RESULTS

Of the 124 students of foreign language faculty invited to participate in the survey, 51 people

at least partially responded to the survey, or roughly a 41.1% return rate.

This survey also reflected a higher female percentage participating in the study. Of the total

respondents, more than 60.8% were female, with less than 39.2% male. Additionally, most of the

participants were seniors, 25, making up 49%; the number of freshmen was 6, an equivalent of

11.8%; the number of sophomores was 8, accounting for 15.7% and the number of juniors was 12,

making up 23.5%. As for the experience of part-time job, of 51 students participating the survey,

34 people were employed, accounting for 66.7% while 17 peple were nonemployed, an equivalent

of 33.3%. Of all undergraduates having a part-time job already, most of them that found the part-

time job when they were in the first year made up about 51.6%, 29% of all students started their

part-time when they were sophomore, 12.9% of them did so in the third year and students had the

part-time job in the fourth year represented 6.5%. As for undergraduates not having the experience

of part-time job, there were more participants taking a certain part-time than those who were not

going to do so in the next 3-5 months.

 Students participating in the survey Employed students and
nonemployed students
a freshman
12% Nonemployed
a senior students
49% 33%
a sophomore
16% Employed
students
67%

a junior
23% Employed students
a freshman a sophomore a junior a senior Nonemployed students

Fig. 2. Employed students

Fig. 1. Students participating in the survey
and Non-employed students

1. The time of taking up the part-time job

In response to the question “When do you start to do a part-time job?”, as seen in Figure 3,

most of the students took up a part-time job in the first year (52%), and in the second year (29%).

Others started to do the job in the third year (13%), and in the fourth year (6%). From the above

result, it is clearly seen that students have a tendency to involve in part-time job during their earlier

year of school.
the fourth year
6%
the third year
13%

the first year

52%

the second year

29%

the first year the second year the third year the fourth year

Fig. 3. The time of taking up a part-time job

2. The viewpoint about the importance of the part-time job

As indicated in the figure 4, in response to the question “What is your viewpoint about the

importance of the part-time job?” most of the participants chose very necessary (18%), necessary

(53%), and no idea (18%). Few students thought not necessary (9%), and not very necessary (3%).

The viewpoint about the importance of part-time job

not very necessary 3.00%

not necessary 9.00%

no idea 18.00%

necessary 53.00%

very necessary 18.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Fig. 4. The viewpoint about the importance of part-time job

3. Evaluating the decision to have a part-time job by the level of importance (%)

As indicated in the above table, in response to the five survey questions that followed factors

affecting students’ decision to do the part-time job, survey participants responded as follows:

52.94% chose either important or very important with the first reason – earn extra money; 38.24%

chose either important or very important with the second factor – have more relationships; 79.41%

chose either important or very important with the third reason – have more knowledge; 47.06%

chose either important or very important with the fourth factor – assert yourself; 55.88% chose

either important or very important with the fifth factor – practise knowledge learned on class;

55.88% either important or very important with the sixth reason – hope to find a new opportunity;

47.06% chose either important or very important with the seventh factor – set up a principle;

58.82% chose either important or very important with the eighth reason – want to use their time
helpfully; and 50% chose either important or very important with the ninth factor – learn how to

present a problem before the class. Additional details regarding how other factors affect students’

decision to work part-time should be are also provided in Table 1.

Table 1. Evaluating the decision to have a part-time job by the level of importance (%)

Not absolutely Not No Very

Important
important important idea important
Earn extra money 20.59 14.17 11.76 41.18 11.76
Have more new
8.82 23.53 29.41 20.59 17.65
relationships
Have more
5.88 5.88 8.82 50 29.41
knowledge
Assert yourself 17.65 14.17 20.59 29.41 17.65
Practise knowledge
14.71 11.76 17.65 35.29 20.59
learned on class
Hope to find a new
5.88 14.71 32.35 38.24 8.82
opportunity
Set up a principle 5.88 14.71 32.35 38.24 8.82
Want to use the time
5.88 8.82 26.47 41.18 17.65
helpfully
Learn how to
present a problem 11.76 11.76 26.47 38.24 11.76
before the class

4. You found the part-time job via:

In response to the question that followed the format of “You found the part-time job via…”

most of the participants searched for the job through their friends and relatives (76%), the Internet

(18%). Few students found the job via the center of employment service (3%) and Newspapers

(3%). Nobody found the job through TV.

 How to students found the part-time job?
Newspaper
TV
Internet 3%
18% The centre of
employment
service
3%

Your friends and

relatives
76%
The centre of employment service Your friends and relatives
Internet TV
Newspaper

Fig. 5. How to students found the part-time?

job

5. What was your part-time job?

The question is “What was your part-time job?”. Most of the survey participants chose a tutor

(73%), a waiter/ waitress (12%). Few undergraduates chose a vendor (6%), others (%) – a cashier,

a translator.

Types of part-time jobs

Others
A
9%
waiter/waitress
12%

A vendor
6%

A tutor
73%

A tutor A vendor A waiter/waitress Others

Fig. 6. Types of part-time jobs

6. The difficulty you have in doing a part – time job:

As indicated in the chart, the troubles most of the participants faced while doing the part-time

job were finding it very difficult to have an appropriate job (26%), lacking means of transport

(14%), not being encouraged to do by their family (12%), being disrespected (12%), being deluded

(12%). Meanwhile, the trouble few survey participants have was losing much energy. Besides,

other troubles students were the job is not very well – paid and not having the stable time and being

hard to balance the time study and work, accounting for 6%.

The troubles in working part-time

Others 6%
losing much energy 6%
being hard to balance the time between study… 12%
lacking means of transports 14%
being disrespected 12%
Finding it very difficult to have an appropriate job 26%
Not being encouraged to do by your family 12%
Being deluded 12%

0% 5% 10% 15% 20% 25% 30%

Fig. 7. The troubles in working part-time

7. The benefits of doing a part-time job other than earning more money

As indicated in Table, evaluating the benefits of doing a part-time job other than earning more

money, survey participants responded as follows: 85.3% chose either much more enhanced or

more enhanced for the first factor – The social knowledge; 85.29% chose either much more

enhanced or more enhanced for the second factor – The accumulated experience; 79.4% chose

either much more enhanced or more enhanced for the third factor – The creativity and activeness;

79.4% chose either much more enhanced or more enhanced for the fourth factor – Communicative

skills; 67.64% chose either much more enhance or more enhanced for the fifth factor – The work
bearing. Additional details regarding how students evaluate the advantages of working part-time

by the level of enhancement should be are also provided in Table.

Table 2. Benefits of part-time job other than earning money (%)

Much more More No More Much more

enhanced enhanced change decreased decreased
The social knowledge 47.06 38.24 2.94 8.82 2.94
The accumulated
experience 29.41 55.88 2.94 8.82 2.94
The creativity and
activeness 35.29 44.11 8.82 5.88 5.88
Communicative skills 44.11 35.29 5.88 8.82 5.88
The work bearing 23.53 44.11 20.59 8.82 2.94

8. Reasons for not working part-time

As indicated in Table, in response to the question that followed the reasons why students do

not get a part-time job, survey participants responded as follows: 17.64% chose either influence or

great influence for the first reason – The viewpoint that working part-time is not good; 64.7%

chose either influence or great influence for the second reason – Wanting to focus on studying;

58.82% chose either influence or great influence for the third reason – Not having enough time to

do; 29.41% chose either influence or great influence for the fourth reason – Your health is not

good; 23.53% chose either influence or great influence for the fifth reason – Not having the

opportunities; 29.41% chose either influence or great influence for the sixth reason – Not having

any means of transport; 29.41% chose either influence or great influence for the seventh reason –

Not allowed to do by your parents. Additional details regarding how the factors affect students’

decision not to work part-time should also be provided in Table.

Table 3. Reasons for not working part-time (%)
Absolutely no No No Great
Influence
influence influence idea influence
The viewpoint that
working part-time is not 23.53 35.29 23.53 5.88 11.76
good
Wanting to focus on 5.88 17.65 11.76 35.29 29.41
studying
Not having enough time 0 23.53 17.65 35.29 23.53
to do
Your health is not good 5.88 41.18 23.53 29.41 0
Not having the 11.76 35.29 29.41 23.53 0
opportunities
Not having any means of 17.65 35.29 17.65 23.53 5.88
transport
Not allowed to do by 11.76 41.18 17.65 23.53 5.88
your parents

9. Decision to work part-time in the next 3-5 months

In response to the question “Are you going to work part-time in the next 3-5 months?”, 47%
were going to work part-time, 29% chose No and 24% haven’t decided to do so.

Decision to work part-time in the next 3-5 monthes

Haven't
decided
24%
Yes
47%

No
29%
Yes No Haven't decided

Fig. 8. Decision to work part-time in the next 3-5 months

 CHAPTER 5
DISCUSSION AND RECOMMENDATIONS

1. Discussion and implications

As for the students’ viewpoint about the importance of the part-time job, 71% chose either

necessary or very necessary. Meanwhile, 33% had not worked part-time. This shows that students

find it very important to have a part-time job despite the fact that they do not have their experience

of the job. And that was the reason why 67% intended to get a job in the next 3-5 months.

This study also showed that the main reasons why students got involved in the part-time job

were earning extra money, having more knowledge and wanting to use the time helpfully. This

result has some similarities with the result of Lyn Robinson’s study (1991). He reported that

students worked part-time because they wanted to earn money and especially liked independence

resulting from having the job. To account for the first reason, we can look into the real state that

the cost of college life is pretty high and the majority of students applying to university come from

the poor families. That may be the reason why they have to work part-time to pay for tuition fee

as well as the cost of living. And even the rich students wish to earn more money to pay themselves

for personal costs through the part-time job. For the second reason, foreign language students soon

realise that knowledge is important and it is not only gathered through lessons on class but it is

also collected through the part-time employment. It is the part-time job that will provide for them

both social and academic knowledge. For the third reason, there are more and more students

assuming that time is very valuable and part-time work is one of the most helpful ways to help

them control the time sensitively and effectivly.

As for the time of taking a part-time job, 52% found the job when they were in the first year.

It proves that there are more and more students that realise the importance of the part-time job
during the earlier academic year, especially foreign language students. They assume that working

part-time is one of the most useful ways to help them improve their both social and academic

knowledge.

The results of the research also revealed that most students worked part-time as a tutor (73%).

This is easily understood because people participating in the survey are students of foreign

language faculty. They have a tendency to work part-time to practise the knowledge learned on

class and get more knowledge regarding their major. Specifically, as for English pedagogy

students, practising the teaching is very necessary and important for them because it will help them

success in teaching in the future.

This study found that the main troubles that students often faced were finding it very difficult

to have an appropriate job, lacking means of transports and being hard to balance the time between

study and work. For the first trouble, there are many kinds of jobs to choose from such as waiter,

tutor, salesperson, etc; in addition, they do not have much experience of finding a part-time job

suitable for them. Thus, that at first seeking for an appropriate job is a great challenge for most

students. For the second trouble, most students enrolling in university came from poor families.

So, having a means of transports to commute is difficult for students. For the third trouble,

academic study requires much time – time of preparing for the lessons as well as time of being on

class; likewise, working effectively requires much time. Consequently, to do well both is a very

great difficulty for student-workers

The results of this study revealed that the main reasons why students had not got a part-time

were wanting to focus on studying and your health is not good. For the first reason, students

assume that doing the part-time consumes much time and if it is attached to time for other needs,

they do not have enough time to study well. For the second reason, academic study consumes
much energy; additionally, students do not have much experience of keeping their health good.

As a result, health is a barrier to students’ decision to work part-time.

Finally, the findings of this research study may be understood through the lens of Lyn

Robinson’s study. The results of the study indicate that motivation for working greatly affects

students’ decision to work part-time. The results reveal that part-time employment may have

negative impact on students’ social life and academic performance if they do not sensitively

perceive of part-time job.

2. Recommendations

Based on the results, this study will make six recommendations to the school council, teachers,

local authorities, families and specially student-workers.

Firstly, the school council should pay more attention to students’ part-time job. In fact, the

issue of part-time job has been getting more concern from students. Finding the part-time is

spontaeous and not managed carefully. Thus, caring for students’ part-time job will help them

clearly aware of the importance of the job as well as give them motivation for working. And to do

this, the principal can cooperate with corporations in part-time counseling. Beside that, they should

hold some extracurricular activities in which students have more opportunities to understand more

about the issue of part-time employment.

Secondly, teachers should be willing to give good advice on the part-time job to students. The

result of the study showed that many students found it very difficult to find an appropriate job or

were deluded when doing part-time job. In deed, they do not have much experience of choosing

the job. On the other hand, teachers who have more knowledge of searching for the job have the

responsibility for training them. Therefore, it is advisory that teachers be not reluctant to assist

students in dealing with the troubles in working part-time. And this is carried out in some ways.
Teachers can connect many schools and English language centres, thank to that students have more

chances to practise at those places. Moreover, they can invite native teachers to do workshops at

the faculty in order for students to obtain the knowledge of English learning and teaching.

Thirdly, the local authorities should give their more thoughts to students’ part-time job. The

care of local officers is likely to be a great motivation to students in working part-time as well as

to contribute to increasing the workforce that builds and develops the nation. To do this, they can

consider encouraging corporations and organizations to hold activities of giving vocational

guidance to students. Addtitionally, they can simplify the complex procedures of confirming

people’s personal information to create the best condition in order for students to find the job.

Fourthly, families consider caring for their children, especially their part-time job. Parents

are closed to their children and in charge of nourishing and educating them. On the other hand,

families’ care will greatly stimulate them to work part-time job. And to carry out this, they can

be willing to listen to children’s sharing of part-time job. Beside that, they can help them

surmount the trouble of the job.

Fifthly, students should be more creative and dynamic. The creativity and activeness are the

predominant features of students, especially foreign language students. They particularly help

students get more benefits of the part-time job and give them a pair of wings to further their future

career. Thus, it is necessary for students to become active and creative. And to do this, students

should be willing to participate in the activities regarding counseling on the job held at school and

local area. Moreover, they can actively ask their teachers for counsel on the job. In particular as

for students of foreign language faculty, they can ask for language centres in which they can do,

how to arrange the time between study and work or how to communicate with other people they

work together, etc. In fact, if they do those, they will get more success in study as well as part-time

work.
 This study is mainly limited to exploring the explicit impact of part-time employment on

academic achievement as well as offering suggestions to help student-workers sensitively perceive

of part-time job and surmount the troubles if their academic performance is adversely affected.

This suggests some ideas for future research.

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Francis.

Wang, H., Kong, M., Shan, W., & Vong, S. (2010). The effects of doing part-time jobs on
college student academic performance and social life in a Chinese society Journal of Education
and Work, 23(1), 79-94

Dustmann, C., Van Soest, A., & Micklewright, J. (2009). In-School Labour Supply, Parental
Transfers, and Wages, Empirical Economics, 37, 201-218.

Beffy, M., Fougere, D., & Maurel, A. (2010). The Effect of Part-Time Work on Post-secondary
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Steinberg, Laurence, Alan Vaux, and Mary Ruggiero (1981). Early Work Experience: Effects on
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http://research.acer.edu.au/lsay_research/18
 Appendix: Questionnaire

1. What is your gender?  Male  Female

2. You are …..

 a freshman  a junior

 a sophomore  a senior

3. Have you ever worked part-time?

 Yes, I have  No, I haven’t

Questions for students who are working part-time (4 – 10):

4. When did you start to do a part-time job? I started working part-time when I was in…

 the first year

 the second year

 the third year

 the fourth year

5. Your viewpoint about the importance of a part-time job:

 very necessary

 necessary

 no idea

 not necessary

 not very necessary

 6. Evaluating your decision to have a part-time job by the level of importance

not absolutely not no very

important
important important idea important
to earn extra money
to have more new
relationships
to have more knowledge

to assert yourself
to practise knowledge
learned on class
to hope to find a new
opportunity
to necessarily set up a
principle
to want to use the time
helpfully
to learn how to present a
problem before the class

7. You found the part-time job via:

 The centre of employment service

 Your friends and relatives

 Internet (Facebook, Yalo,…)

 TV

 Newspaper

 Others (please specify):…..

8. You work part-time as:

 A tutor

 A Vendor

 A waiter/ waitress

 Others (please specify):……..

9. The trouble you have in doing a part-time job:

 Being deluded;

 Not being encouraged to do by your family

 Finding it very difficult to have an appropriate job

 being disrespected

 lacking means of transport

 Others (please specify):….

10. The benefits of doing a part-time job other than earning more money

be much be much
be more no be more
more more
enhanced change decreased
enhanced decreased
The social knowledge

The accumulated experience

The creativity and activeness

Communicative skills

The work bearing

 Questions for students not working part-time:

11. Evaluating the factors regarding to the decision not to have a part-time job by the level

of influence

Absolutely No no more
influence
no influence influence idea influence
The viewpoint that working part-
time is not good
Wanting to focus on the studying

Not having enough time to do

Your health is not good

Not having the opportunities

Not having any means of transport

Be not allowed to do by your
parents

12. Are you going to work part-time the next 3-5 months?

 Yes, I am.  No, I am not  I haven’t decided